Resumo

FERRARINI, ROSILEI; BEHRENS, MARILDA APARECIDA  e  TORRES, PATRICIA LUPION. ACTIVE METHODOLOGIES AND EVALUATIVE PORTFOLIOS: WHAT DO BRAZILIAN STUDIES SAY ABOUT THEIR RELATION. Educ. rev. [online]. 2022, vol.38, e34179.  Epub 20-Ago-2022. ISSN 1982-6621.  https://doi.org/10.1590/0102-469834179.

This qualitative research is an integrative systematic review of Brazil's scientific production, considering peer-reviewed articles in the educational field. It aimed to answer the question: what is the relationship between active methodologies and the use of portfolios as an assessment procedure? The objective was to investigate the relationship between theory and practice from a complex view of education. We collected data from the platforms of Capes, Scielo and Redalyc platforms. We initially found 115 articles, after treatment with inclusion and exclusion criteria, we obtained 25 publications for final analysis. We found that active methodologies and portfolios are primarily applied in health education in undergraduate degrees. We identified three central relations: legal, educational and pedagogical. Besides evaluation, the portfolio has a status of teaching-learning method and a reflexive attribute when connected to the problematization methodology. As an innovative perspective of the pedagogical practice, they are based on a concept of education based on the complexity paradigm allied to transformative education.

Palavras-chave : active methodologies; portfolios; learning assessment; active learning; integrative systematic review.

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